Introduction
The Millet to Matisse exhibition showcases works from the following art movements of the late19th and early 20th centuries:
In the 1850s Realism reacts to the subjective Romantic and idealized Neo-Classical styles. This shift is brought about by the artists’ need to respond to the invention of photography and to reconsider their role as “artists”. Realism portrays its subject matter honestly: an “unidealized portrayal of reality.” The invention of paint tubes (pig bladders used to hold oil paint) allows the artist to go outside and paint en plein air. It also depicts the social climate and the new democratic principles espoused by the time. The elements art and principles of design are explored in a new way: for example, texture as paint is applied, not just implied.
During the1870s Impressionism studies the effects of sunlight on color. Those artists further expand en plein air (in plain air – painting out of doors) painting. Their official theory was that pure, unmixed color should be applied to the canvas to create an impression of the subject. In that way, the actual theme of the artwork was color. Their landscapes are painted to reflect the effect of light on color, and often their subjects were painted several times to illustrate the differing light at various times of the day.
The influence of Japanese woodcut prints by Hokusai is evident in the works of Impressionist artists Claude Monet, Edgar Degas, and Mary Cassatt. Cropped, diagonal compositions add a new energy and perspective to the arrangement of the picture plane. The harmony and order of the Renaissance is replaced with unbalanced, dynamic points of view.
By the 1880s Post-Impressionism or Neo-Impressionism evolves from Impressionism into personal, almost obsessive explorations of color and composition. Some of these artists, like Seurat, explore the effects of one color on another in the optical mixing of pointillism. Others, such as VanGogh, pursue an expressive use of color and line. Cézanne searches past color to space and differing points of view to flatten and abstract the picture plane.
In the 1890s the Nabis (Hebrew word for “prophets”) painters further reflect the influence of Japanese printmaking on western art. As with Van Gogh, they pursue a personal use of color, but couple it with their own aims with art for a new age.
Fauvism (meaning “Wild Beast”) comes into being in the first years of the 20th-century, and was influenced by the Post-Impressionists and their personal use of color and . Those artists were “invested in the strong expressive reaction to the subjects they painted” with its bright use of color which seemed to explode on the canvas. Other members of the group included Derain and Vlaminck.
The creation of the Cubism style around 1907 was greatly influenced by Paul Cézanne’s abstraction of space by altering the points of view by which a landscape or still life is seen. Analytical cubism (to 1912) developed by Georges Braque and Pablo Picasso is characterized by fragmented points of view in which all views of an object are seen simultaneously. Synthetic cubism fuses these disparate viewpoints and develops collage as a visual art medium.
Objectives/Classroom Activity:
Discover the influences of mid 19th and early 20th century art styles: Realism, Impressionism, Post / Neo Impressionism, Fauvism, Cubism through an analysis of styles, subject matter, and media.
Discuss the characteristics of the aforementioned art styles featured in the Millet to Matisse exhibition. Show examples of period work. Then have the students discover the works on their own using the Speed’s web brochure, having them make notes on what they observe (subject matter, medium, use of color, composition (organization of space).
Day Two - Three:
Divide students into groups for each of the main styles: Realism, Impressionism, Post /Neo Impressionism, Fauvism, Cubism. Each group researches its style, identifies the previous style and how it influenced their style, as well as determines how their style influences the subsequent one. Example: The Realism art movement was a reaction to Romantic style, and its emphasis on the depiction of “real life” inspired the
Impressionist artists.
Each member in the group is responsible for a contributing fact on how the style was affected by non-European cultures, inventions of the day, cultural or political influences, the elements of art and the principles of design examined, and identifying the main artists and the significant contributions to the style.
Day Four: Group presentations to the entire class on the information that was discovered in their research.
Assessment:
You have just investigated the changes made in art style from the Impressionists to the Fauves.
Please explain how the Impressionist, Post-impressionist and Fauves influenced the use of color in artwork. How did they use color differently than artists before them?
SCORING GUIDE 4 - Student provides a complete detailed explanation of the influences on color that were made by the Impressionist, Post-impressionist and Fauves. Student clearly analyzes the ways in which the Impressionist, Post-impressionist and Fauves used color differently than artists before them. Student consistently uses correct art vocabulary. Student communicates clearly and effectively with insightful use of examples or relevant details about visual art. 3 -Student provides a general explanation of the influences on color that were made by the Impressionist, Post-impressionist and Fauves. Student analyzes the ways in which the Impressionist, Post-impressionist and Fauves used color differently than artists before them. Student describes their artwork using overall correct art vocabulary. Student communicates effectively with use of examples or relevant details about visual art. 2 -Student provides a mostly complete explanation of the influences on color that were made by the Impressionist, Post-impressionist and Fauves. Student analyzes some of the ways in which the Impressionist, Post-impressionist and Fauves used color differently than artists before them. Student describes their artwork using limited art vocabulary. Student communicates on a basic level with limited use of examples or relevant details about visual art. 1 -Student’s answer is incomplete, incorrect demonstrating only a minimal understanding of concepts.
0 -Blank, no answer or irrelevant response.
Grade Level: Middle School (6th, 7th, & 8th)
Introduction
The Millet to Matisse exhibition showcases works from the following art movements of the late19th and early 20th centuries:
In the 1850s Realism reacts to the subjective Romantic and idealized Neo-Classical styles. This shift is brought about by the artists’ need to respond to the invention of photography and to reconsider their role as “artists”. Realism portrays its subject matter honestly: an “unidealized portrayal of reality.” The invention of paint tubes (pig bladders used to hold oil paint) allows the artist to go outside and paint en plein air. It also depicts the social climate and the new democratic principles espoused by the time. The elements art and principles of design are explored in a new way: for example, texture as paint is applied, not just implied.
During the1870s Impressionism studies the effects of sunlight on color. Those artists further expand en plein air (in plain air – painting out of doors) painting. Their official theory was that pure, unmixed color should be applied to the canvas to create an impression of the subject. In that way, the actual theme of the artwork was color. Their landscapes are painted to reflect the effect of light on color, and often their subjects were painted several times to illustrate the differing light at various times of the day.
The influence of Japanese woodcut prints by Hokusai is evident in the works of Impressionist artists Claude Monet, Edgar Degas, and Mary Cassatt. Cropped, diagonal compositions add a new energy and perspective to the arrangement of the picture plane. The harmony and order of the Renaissance is replaced with unbalanced, dynamic points of view.
By the 1880s Post-Impressionism or Neo-Impressionism evolves from Impressionism into personal, almost obsessive explorations of color and composition. Some of these artists, like Seurat, explore the effects of one color on another in the optical mixing of pointillism. Others, such as VanGogh, pursue an expressive use of color and line. Cézanne searches past color to space and differing points of view to flatten and abstract the picture plane.
In the 1890s the Nabis (Hebrew word for “prophets”) painters further reflect the influence of Japanese printmaking on western art. As with Van Gogh, they pursue a personal use of color, but couple it with their own aims with art for a new age.
Fauvism (meaning “Wild Beast”) comes into being in the first years of the 20th-century, and was influenced by the Post-Impressionists and their personal use of color and . Those artists were “invested in the strong expressive reaction to the subjects they painted” with its bright use of color which seemed to explode on the canvas. Other members of the group included Derain and Vlaminck.
The creation of the Cubism style around 1907 was greatly influenced by Paul Cézanne’s abstraction of space by altering the points of view by which a landscape or still life is seen. Analytical cubism (to 1912) developed by Georges Braque and Pablo Picasso is characterized by fragmented points of view in which all views of an object are seen simultaneously. Synthetic cubism fuses these disparate viewpoints and develops collage as a visual art medium.
Objectives/Classroom Activity:
Discover the influences of mid 19th and early 20th century art styles: Realism, Impressionism, Post / Neo Impressionism, Fauvism, Cubism through an analysis of styles, subject matter, and media.
Vocabulary:
Time Frame: One week
Core Content Links: AH-M-4.1.31, AH-M-4.1.32, AH-M-4.1.34, AH-M-4.1.37, AH-M-4.1.39, AH-M-4.2.32, AH-M-4.2.34
Guiding Questions:
Materials:
Motivational Tools and Sources:
Procedure:
Day One:
Discuss the characteristics of the aforementioned art styles featured in the Millet to Matisse exhibition. Show examples of period work. Then have the students discover the works on their own using the Speed’s web brochure, having them make notes on what they observe (subject matter, medium, use of color, composition (organization of space).
Day Two - Three:
Divide students into groups for each of the main styles: Realism, Impressionism, Post /Neo Impressionism, Fauvism, Cubism. Each group researches its style, identifies the previous style and how it influenced their style, as well as determines how their style influences the subsequent one. Example: The Realism art movement was a reaction to Romantic style, and its emphasis on the depiction of “real life” inspired the
Impressionist artists.
Each member in the group is responsible for a contributing fact on how the style was affected by non-European cultures, inventions of the day, cultural or political influences, the elements of art and the principles of design examined, and identifying the main artists and the significant contributions to the style.
Day Four: Group presentations to the entire class on the information that was discovered in their research.
Assessment:
You have just investigated the changes made in art style from the Impressionists to the Fauves.
Please explain how the Impressionist, Post-impressionist and Fauves influenced the use of color in artwork. How did they use color differently than artists before them?
SCORING GUIDE
4 - Student provides a complete detailed explanation of the influences on color that were made by the Impressionist, Post-impressionist and Fauves. Student clearly analyzes the ways in which the Impressionist, Post-impressionist and Fauves used color differently than artists before them. Student consistently uses correct art vocabulary. Student communicates clearly and effectively with insightful use of examples or relevant details about visual art.
3 -Student provides a general explanation of the influences on color that were made by the Impressionist, Post-impressionist and Fauves. Student analyzes the ways in which the Impressionist, Post-impressionist and Fauves used color differently than artists before them. Student describes their artwork using overall correct art vocabulary. Student communicates effectively with use of examples or relevant details about visual art.
2 -Student provides a mostly complete explanation of the influences on color that were made by the Impressionist, Post-impressionist and Fauves. Student analyzes some of the ways in which the Impressionist, Post-impressionist and Fauves used color differently than artists before them. Student describes their artwork using limited art vocabulary. Student communicates on a basic level with limited use of examples or relevant details about visual art.
1 -Student’s answer is incomplete, incorrect demonstrating only a minimal understanding of concepts.
0 -Blank, no answer or irrelevant response.
http://www.speedmuseum.org/m2m_middle_less_1.html